Performance Task (Summary in G.R.A.S.P.S. form):(T)
Goal: Create a model house with certain dimensions for space inside which satisfies certain requirements and which utilizes certain design techniques. Role: Students are engineers designing houses for various individual people. Audience: Those various individual people from around town (Farmington). Situation: People know what they want in a house, now design it! Product/Presentation: 3D model of designed house and explanatory presentation. Standards (Criteria from both rubrics - product and presentation): Product
Accuracy 20%
Organization 10%
Visual Appeal 30%
Grid Use 20%
Neatness 10%
Creativity 10%
Other Evidence (quizzes, test, prompts, observations, dialogues, work sample, etc.):
Other Evidence(OE)
•Google Survey - Students will list volumes and surface areas of certain objects that have been given to them in a class list.
•Glogster Poster - Students will create a poster identifying the golden ratio through examples and data.
•Wix.com website - Students will design a website using given material and will make that material appear visually pleasing through the use of typographic grids.
•Comic Life comic - Students will create a comic or use comic life to show how to solve a heat density problem.
•Google Earth - Students will use mapping features in Google Earth to estimate population densities of different countries.
•Paint - Students will try to imitate a given image using only geometric shapes.
Student Self-Assessment and Reflection
Self-Assessment(SA)
•Pre-assessment- Survey students in various questions based on content, also ask what students think the unit will be about.
•Checking for Understanding- Grading of evidence of understanding. Exit ticket, thumbs up/down, 123,
•Timely Feedback- Provide students with appropriate, timely feedback from the teacher. Students will also critique the products of their peers during the presentation.
Assessment Task Blue Print
What understandings/goals will be assessed through this task?(G)
Understanding
Goal (MLR)
•Design and technologies can be used in house design to create visually pleasing homes.
•CCSS Math High School- Applying geometric concepts in modeling situations. Standards 1, 2, & 3.
What criteria are implied in the standard(s) understanding(s) regardless of the task specifics? What qualities must student work demonstrate to signify that standards were met?
Big Ideas
Big Ideas
•Ability to create 3D models using Google Sketch Up
•Effective presentation techniques
Through what authentic performance task will students demonstrate understandings?
Task Description:(T)
Students will be assigned clients to design houses for based on certain guidelines. Different clients will want different materials (costing different amounts) and different sized houses. Some clients may require a certain minimum number of windows or other items. Students must design those houses with certain specified requirements. Students will then create a model of their house design and present it to the class.
What student products/performances will provide evidence of desired understandings?
Type II Product
Type of Presentation
•Google Sketch Up
•Oral presentation
By what criteria will student products/performances be evaluated?
Stage 2 - Determine Acceptable Evidence.
Role: Students are engineers designing houses for various individual people.
Audience: Those various individual people from around town (Farmington).
Situation: People know what they want in a house, now design it!
Product/Presentation: 3D model of designed house and explanatory presentation.
Standards (Criteria from both rubrics - product and presentation):
Product
Accuracy 20%
Organization 10%
Visual Appeal 30%
Grid Use 20%
Neatness 10%
Creativity 10%
Presentation
Preparedness 20%
Speaks Clearly 10%
Enthusiasm 10%
Comprehension 30%
Stays on Topic 20%
Volume 10%
•Glogster Poster - Students will create a poster identifying the golden ratio through examples and data.
•Wix.com website - Students will design a website using given material and will make that material appear visually pleasing through the use of typographic grids.
•Comic Life comic - Students will create a comic or use comic life to show how to solve a heat density problem.
•Google Earth - Students will use mapping features in Google Earth to estimate population densities of different countries.
•Paint - Students will try to imitate a given image using only geometric shapes.
•Checking for Understanding- Grading of evidence of understanding. Exit ticket, thumbs up/down, 123,
•Timely Feedback- Provide students with appropriate, timely feedback from the teacher. Students will also critique the products of their peers during the presentation.
Assessment Task Blue Print
What understandings/goals will be assessed through this task? (G)
What criteria are implied in the standard(s) understanding(s) regardless of the task specifics? What qualities must student work demonstrate to signify that standards were met?
Through what authentic performance task will students demonstrate understandings?
What student products/performances will provide evidence of desired understandings?
By what criteria will student products/performances be evaluated?
•Organization 10%
•Visual Appeal 30%
•Grid Use 20%
•Neatness 10%
•Creativity 10%
•Speaks Clearly 10%
•Enthusiasm 10%
•Comprehension 30%
•Stays on Topic 20%
•Volume 10%